Student will understand that dietary needs and caloric intake differ from person to person.
Student will know nutrition fact labels, the Food Pyramid, carbohydrate, lipid, protein, macronutrients, and micronutrients.
Student will be able to evaluate dietary needs.
Maine Learning Results Alignment
Maine Learning Results: Health Education and Physical Education
A6 Basic Health Concepts
Grades: 6-8
Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Rationale: This lesson shows students the variety of ways health topics are displayed in the media, and how to interpret what is truth or what is not about nutrition and fad diets, through research and proven facts.
Assessment
Formative (Assessment for Learning) On the first day of the lesson, students will be watching a hook in the form of a video clip from the movie “Over the Hedge”. A discussion will follow the clip, which will be based on the following question: What role does food play in our lives? Students will be assessed on their participation during the discussion. They will also be observed during the group work. On day two, students will be observed during their group work and presentations.
Summative (Assessment of Learning) Students will be assessed on their group’s final wiki page, for which they will have two classes to work on. The wiki page is a group project that will cover a popular fad diet. The students will have a checklist to refer to during research and the construction of the wiki page. The final wiki page and group presentation will be assessed with a rubric. Students will be assessed on an individual level based on their contribution to the wiki and in the group presentation.
Integration
Technology: I will use Type II Technology for students to research for the wiki pages using online resources. Students will also be commenting on each group’s wiki page in the “Discussion” section of the wiki page.
English: Students will be writing on their group’s wiki page as well as writing comments on each other’s wiki pages.
Science:I will introduce carbohydrate, lipid, and protein by providing definitions and the scientific makeup of each macronutrient (example: amino acid).
Groupings
Students will be broken up into groups based on their first choice of fad diet they would like to research. A list of 5-6 fad diets will be posted for students to view, and from the list students can list their first, second, and third choice diets they would like to research. The lists will be reviewed and the groups will be formed based on the student’s first (or second) choice fad diet. There should be 4-5 students in each group depending on the amount of students in the class.
Differentiated Instruction
Strategies Visual: The movie clip from the hook and the diet comic. Verbal: The discussion on the role food plays in American’s lives and the presentation of f basic nutrition vocabulary, the Food Pyramid, and Nutrition Fact labels. Students will also be presenting their group’s wiki page to the rest of their class. Logical: Students will categorize and analyze the basic health concepts. Interpersonal: Students will be working with their group to research and present a wiki page. Intrapersonal: Students will work independently on researching the position paper. Kinesthetic: During class time, students can use their laptops to research and comment on other's wiki page. Naturalist: The video clip in the hook includes a group of wild animals in their usual habitat.
Modifications/Accommodations
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who are absent are responsible for making up the work they missed and meeting with the teacher to review lectures. They will be given an extension of two days for each day absent to complete homework and class assignments they may have missed. Assignments should be turned in on time, but an extension will be given to students who meet with the teacher prior to class.
Extensions I will be using a Type II Technology by having students create a wiki page that will be presented to the class. Students will have to use laptops and the internet to research for the wiki page. I can provide resources that will help students begin the process of searching for factual information regarding fad diets.
Materials, Resources and Technology
Day 1:
Pens/pencils
Laptops
Wiki page project format
Sign-up slips for groupings
List of fad diets for students to pick from
Checklist for wiki page requirements
Day 2:
Pens/pencils
Laptops
Checklists for wiki page requirements
Rubric for group wiki page and team presentation
Source for Lesson Plan and Research
- DVD "Over The Hedge" movie clip - Content notes - Wikispaces.com - Fad Diet comic
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and comfortable classroom environment. Students and I should be supportive of each other’s opinions, and provide an encouraging atmosphere where it is safe for all students to learn. In this lesson, I will provide group assignments, independent work, and hands-on activities to cover the many ways in which students learn. I have organized this lesson to provide students with a clear procedure and expectations.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: I will provide students with a presentation on nutrition fact labels, the Food Pyramid, carbohydrate, lipid, protein, macro- and micronutrients. In the team wiki pages, I have students referring to this information in their research. The MI theory will be used to provide a variety of instructional strategies (see below), and I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: I will use a variety of the multiple intelligences in this two day lesson to reach as many of the students as possible. I will address visual intelligence in the movie clip from the hook and the fad diet comic. I will address verbal intelligence through the discussion on the role food plays in American’s lives and the presentation of basic nutrition vocabulary, the Food Pyramid, and Nutrition Fact labels. Students will also be presenting their group’s wiki page to the rest of their class. Logical intelligence will be addressed when students categorize and analyze the basic health concepts. I will address interpersonal intelligence by allowing students to work with their team to research and present a wiki page. Intrapersonal intelligence will also be used while students work independently on commenting in the “Discussion” section on another team’s wiki pages. Naturalistic intelligence will be met during the hook, which features wild animals in their natural habitat. I will address kinesthetic intelligence during class time, when students can use their laptops to research and comment on each other’s wiki page. This will also be the form of technology used during the two day lesson.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: I will asses students on their participation during the class discussion on day one of the lesson. They will be observed during the group work of researching the fad diets. On day two, I will observe students again during their group work and presentations. I will provide a checklist for students to refer to during research and the construction of the wiki page. The final wiki page and group presentation will be assessed with a rubric, which I will also provide for the students along with the checklist.
Teaching and Learning Sequence:
Day 1: The classroom will be arranged with student desks in groups of four. This seating arrangement will bring team members together as they begin research for the team wiki page.
Agenda:
Video clip from “Over the Hedge”
Class discussion
Presentation of vocabulary, Food Pyramid, and nutrition fact labels
Introduction to Fad Diet wiki page and forming teams
Begin team research for wiki page
From this lesson, students will understand that dietary needs and caloric intake differ from person to person. I will relate this to students' lives by focusing on health concepts that are always in the news. I will begin the lesson with a video clip from the movie “Over the Hedge”. The video will address the discussion questions: What role does food play in our lives? How is this displayed in the media? From the hook, I will point out one quote: “We eat to live, they live to eat”. This can spark a deeper discussion on nutrition and the way we view food in America. Students may not realize it, but their schedule is formed around eating food. (30 minutes) Day 2: Students will take their seats with their team. Desks will still be arranged in six groups of four desks. Agenda: · Fad Diet comic: http://www.pro-carb.org/ft040718.gif · Gather research and put team wiki page together · Presentations of team wiki pages · Comments in “Discussion” on team wiki pages I will begin the class with a visual in the form of a comic on fad diets. This will regain students’ attention, and give them an idea for what types of visuals they can add to their wiki page. (5 minutes) Where, Why, What, Hook, Tailor: Verbal, Visual, Interpersonal, Bodily-kinesthetic, Naturalist, and Logical.
Day 1:
The class discussion will lead into the presentation of the lesson vocabulary (see content notes). Students will need to know nutrition fact labels, Food Pyramid, carbohydrates, lipid, protein, macronutrients and micronutrients. I will provide some basic information such as definitions during the presentation, so students can relate to the information while they conduct research. I will look back to how the Food Pyramid has changed over the years. I will then introduce the fad diet wiki page project to the students, and provide a list of popular diets for students to choose from. Each student will record their first, second, and third place choices, which will decide the team they will be on (see attachment). Once teams are formed, students will use laptops to search for basic information. I will provide a checklist with questions for which each team needs to find the correct answers. (50 minutes) Equip, Explore, Rethink, Tailor: Verbal, Logical, Interpersonal, Bodily-Kinesthetic.
Day 2:
Students will be able to evaluate dietary needs by referring to the Food Pyramid and nutrition fact labels. Students will be working with their team members to put together their wiki page and present it to the rest of the class. Each team member should participate in the presentation. After each presentation those students who did not present will read through the wiki page again. They will leave a comment on something they found on the page that was interesting or helpful under the “Discussion” section of wikispaces. This process will provide feedback for each team and a chance to improve their wiki page. Health topics and opinions are also changing, so it is a good idea for students to have a good base on what is truly healthy and what is not. Once students self-assess using the checklist, they will make improvements to their papers. (60 minutes) Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Visual, Interpersonal, Intrapersonal, Bodily-kinesthetic.
Students will self-assess their work on the team wiki page with a checklist (see attached). I will also have the rubric available for students to refer to, which I will use to make a final evaluation (see attached rubric). Each team will be assessed on the wiki page, but the presentation will be assessed on an individual basis. Students will offer peer feedback after each presentation in the “Discussion” section of the team wiki. I will provide timely feedback by returning rubrics after class and allowing teams to redo parts of the wiki page if they would like. (15 minutes) Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.
UMF LESSON PLAN FORMAT
Teacher’s Name: Maria Minor Lesson # : 2
Grade Level: Grade 8 Topic: Health and the Media
Objectives:
Maine Learning Results Alignment
A6 Basic Health Concepts
Grades: 6-8
Students will explain essential health concepts related to family life; nutrition; personal health; safety and injury prevention; and tobacco, alcohol, and other drug use prevention.
Rationale: This lesson shows students the variety of ways health topics are displayed in the media, and how to interpret what is truth or what is not about nutrition and fad diets, through research and proven facts.
Assessment
On the first day of the lesson, students will be watching a hook in the form of a video clip from the movie “Over the Hedge”. A discussion will follow the clip, which will be based on the following question: What role does food play in our lives? Students will be assessed on their participation during the discussion. They will also be observed during the group work. On day two, students will be observed during their group work and presentations.
Students will be assessed on their group’s final wiki page, for which they will have two classes to work on. The wiki page is a group project that will cover a popular fad diet. The students will have a checklist to refer to during research and the construction of the wiki page. The final wiki page and group presentation will be assessed with a rubric. Students will be assessed on an individual level based on their contribution to the wiki and in the group presentation.
Integration
English:
Students will be writing on their group’s wiki page as well as writing comments on each other’s wiki pages.
Science: I will introduce carbohydrate, lipid, and protein by providing definitions and the scientific makeup of each macronutrient (example: amino acid).
Groupings
Differentiated Instruction
Visual: The movie clip from the hook and the diet comic.
Verbal: The discussion on the role food plays in American’s lives and the presentation of f basic nutrition vocabulary, the Food Pyramid, and Nutrition Fact labels. Students will also be presenting their group’s wiki page to the rest of their class.
Logical: Students will categorize and analyze the basic health concepts.
Interpersonal: Students will be working with their group to research and present a wiki page.
Intrapersonal: Students will work independently on researching the position paper.
Kinesthetic: During class time, students can use their laptops to research and comment on other's wiki page.
Naturalist: The video clip in the hook includes a group of wild animals in their usual habitat.
I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. Students who are absent are responsible for making up the work they missed and meeting with the teacher to review lectures. They will be given an extension of two days for each day absent to complete homework and class assignments they may have missed. Assignments should be turned in on time, but an extension will be given to students who meet with the teacher prior to class.
I will be using a Type II Technology by having students create a wiki page that will be presented to the class. Students will have to use laptops and the internet to research for the wiki page. I can provide resources that will help students begin the process of searching for factual information regarding fad diets.
Materials, Resources and Technology
Pens/pencils
Laptops
Wiki page project format
Sign-up slips for groupings
List of fad diets for students to pick from
Checklist for wiki page requirements
Day 2:
Pens/pencils
Laptops
Checklists for wiki page requirements
Rubric for group wiki page and team presentation
Source for Lesson Plan and Research
- Content notes
- Wikispaces.com
- Fad Diet comic
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification by providing students with a safe and comfortable classroom environment. Students and I should be supportive of each other’s opinions, and provide an encouraging atmosphere where it is safe for all students to learn. In this lesson, I will provide group assignments, independent work, and hands-on activities to cover the many ways in which students learn. I have organized this lesson to provide students with a clear procedure and expectations.
Rationale:
I will provide students with a presentation on nutrition fact labels, the Food Pyramid, carbohydrate, lipid, protein, macro- and micronutrients. In the team wiki pages, I have students referring to this information in their research. The MI theory will be used to provide a variety of instructional strategies (see below), and I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Rationale:
I will use a variety of the multiple intelligences in this two day lesson to reach as many of the students as possible. I will address visual intelligence in the movie clip from the hook and the fad diet comic. I will address verbal intelligence through the discussion on the role food plays in American’s lives and the presentation of basic nutrition vocabulary, the Food Pyramid, and Nutrition Fact labels. Students will also be presenting their group’s wiki page to the rest of their class. Logical intelligence will be addressed when students categorize and analyze the basic health concepts. I will address interpersonal intelligence by allowing students to work with their team to research and present a wiki page. Intrapersonal intelligence will also be used while students work independently on commenting in the “Discussion” section on another team’s wiki pages. Naturalistic intelligence will be met during the hook, which features wild animals in their natural habitat. I will address kinesthetic intelligence during class time, when students can use their laptops to research and comment on each other’s wiki page. This will also be the form of technology used during the two day lesson.
Rationale:
I will asses students on their participation during the class discussion on day one of the lesson. They will be observed during the group work of researching the fad diets. On day two, I will observe students again during their group work and presentations. I will provide a checklist for students to refer to during research and the construction of the wiki page. The final wiki page and group presentation will be assessed with a rubric, which I will also provide for the students along with the checklist.
Teaching and Learning Sequence:
The classroom will be arranged with student desks in groups of four. This seating arrangement will bring team members together as they begin research for the team wiki page.
Agenda:
- Video clip from “Over the Hedge”
- Class discussion
- Presentation of vocabulary, Food Pyramid, and nutrition fact labels
- Introduction to Fad Diet wiki page and forming teams
- Begin team research for wiki page
From this lesson, students will understand that dietary needs and caloric intake differ from person to person. I will relate this to students' lives by focusing on health concepts that are always in the news. I will begin the lesson with a video clip from the movie “Over the Hedge”. The video will address the discussion questions: What role does food play in our lives? How is this displayed in the media? From the hook, I will point out one quote: “We eat to live, they live to eat”. This can spark a deeper discussion on nutrition and the way we view food in America. Students may not realize it, but their schedule is formed around eating food. (30 minutes)Day 2:
Students will take their seats with their team. Desks will still be arranged in six groups of four desks.
Agenda:
· Fad Diet comic: http://www.pro-carb.org/ft040718.gif
· Gather research and put team wiki page together
· Presentations of team wiki pages
· Comments in “Discussion” on team wiki pages
I will begin the class with a visual in the form of a comic on fad diets. This will regain students’ attention, and give them an idea for what types of visuals they can add to their wiki page. (5 minutes) Where, Why, What, Hook, Tailor: Verbal, Visual, Interpersonal, Bodily-kinesthetic, Naturalist, and Logical.
Day 1:
The class discussion will lead into the presentation of the lesson vocabulary (see content notes). Students will need to know nutrition fact labels, Food Pyramid, carbohydrates, lipid, protein, macronutrients and micronutrients. I will provide some basic information such as definitions during the presentation, so students can relate to the information while they conduct research. I will look back to how the Food Pyramid has changed over the years. I will then introduce the fad diet wiki page project to the students, and provide a list of popular diets for students to choose from. Each student will record their first, second, and third place choices, which will decide the team they will be on (see attachment). Once teams are formed, students will use laptops to search for basic information. I will provide a checklist with questions for which each team needs to find the correct answers. (50 minutes) Equip, Explore, Rethink, Tailor: Verbal, Logical, Interpersonal, Bodily-Kinesthetic.
Students will be able to evaluate dietary needs by referring to the Food Pyramid and nutrition fact labels. Students will be working with their team members to put together their wiki page and present it to the rest of the class. Each team member should participate in the presentation. After each presentation those students who did not present will read through the wiki page again. They will leave a comment on something they found on the page that was interesting or helpful under the “Discussion” section of wikispaces. This process will provide feedback for each team and a chance to improve their wiki page. Health topics and opinions are also changing, so it is a good idea for students to have a good base on what is truly healthy and what is not. Once students self-assess using the checklist, they will make improvements to their papers. (60 minutes) Explore, Experience, Rethink, Revise, Refine, Tailor: Verbal, Visual, Interpersonal, Intrapersonal, Bodily-kinesthetic.